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All Journal RETORIKA: Jurnal Ilmu Bahasa Al-Lisan Indonesian JELT English Review: Journal of English Education EDULITE: Journal of English Education, Literature and Culture Tell : Teaching of English Language and Literature Journal Register Journal Loquen: English Studies Journal Adabiyyat: Jurnal Bahasa dan Sastra ACITYA Journal of Teaching & Education Ethical Lingua: Journal of Language Teaching and Literature Journal of English Teaching and Learning Issues Nivedana : Jurnal Komunikasi dan Bahasa JOLLT Journal of Languages and Language Teaching Jurnal Sinestesia Edu Cendikia: Jurnal Ilmiah Kependidikan JOEY : Journal of English Ibrahimy Surakarta English and Literature Journal REGISTER JOURNAL Jurnal Pendidikan Progresif Journey: Journal of English Language and Pedagogy

Sayit Abdul Karim

Universitas Teknologi Yogyakarta

Author-ID : 5987018

Religion Arts Humanities Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

Published : 54 Documents Claim Missing Document

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Articles

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Personal Naming System of Bima Tribe in West Nusa Tenggara: Usage and Naming Behaviour Karim, Sayit Abdul
Register Journal Vol 15, No 1 (2022): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v15i1.20-41

The naming system in Bima tribe is unique and interesting to be investigated because the naming system distinguishes one individual name from others among the community. The purpose of the present study is to describe the Bimanese personal naming system in terms of its usage and naming behavior attributed to the Kempo community, one of the sub-districts within Dompu regency, Sumbawa Island, West Nusa Tenggara province. A qualitative study and descriptive analysis were employed to explain the Bimanese personal naming system, usage, and naming behavior. The naming system is related to the Semantic theory of personal names and references. The data were obtained from semi-structured interviews with some respondents in the Sub-district of Kempo. In addition, previous research findings and related documentation studies were used to support the data needed. The findings revealed that the naming system of Kempo community can be divided into four different ways, and they are varied in their usages. The naming system is unique as it distinguishes one individual name from others among the community and can be used as an instrument to manage their interpersonal relations among the community. Moreover, the Kemponese will recall their knowledge of someone's physical appearance, personal character, social relations, family background, life history records, and professions to easily recognize the person being talked.Keywords: Bimanese, community, personal naming system, usage, naming behavior

Bridging the Gaps between Teacher Educators and Student Teachers’ Perceptions about the Attributes of Effective Teacher Educators Karim, Sayit Abdul
Register Journal Vol 14, No 1 (2021): REGISTER JOURNAL
Publisher : UIN Salatiga

The present study attempts to investigate effective EFL teacher educators from the perspectives of student teachers and teacher educators. A survey design was employed to examine student teachers' and teacher educators' perceptions of the attributes of effective EFL teacher educators. Furthermore, an adapted questionnaire was administered online to 408 participants (334 student teachers, and 74 teacher educators) to obtain data about effective EFL teacher educators using four categories of attributes of effective teacher educators, namely subject matter knowledge (SMK), pedagogical knowledge (PK), organization and communication skills (OCS), and socio-affective skills (SAS). Descriptive statistical analyses were conducted for the measurement of central tendency. The findings revealed the student teachers and teacher educators have different perceptions of how they perceived effective EFL teacher educators. There was a significant statistical difference between student teachers and teacher educators' perceptions of the three categories of attributes, namely SMK, PK, and OCS. Meanwhile, there was no significant statistical difference between student teachers and teacher educators' perceptions of SAS. The results of the present study may serve several pedagogical implications in the program of teacher education context.Keywords: EFL student teachers, teacher Educators, effective teacher, perceptions

Enhancing EFL Vocabulary Mastery via Wordwall.net: A Mixed-Methods Study on Achievement and Student Challenges Anjani, Nasywa Maudyna; Karim, Sayit Abdul; Radjaban, R.Y; Matas, Gordan; Winarna, Winarna
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2310-2327

Enhancing EFL Vocabulary Mastery via Wordwall.net: A Mixed-Methods Study on Achievement and Student Challenges. Objective: This study explores Wordwall.net, an online learning platform, to enhance students' English vocabulary and identify the challenges they encounter. Methods: This study employed a mixed-methods approach, involving twenty-five students from the Grade X Pharmacy Department at SMK YPKK 1 Sleman. The study aimed to gather quantitative data (pre-tests and post-tests) to measure vocabulary mastery, including spelling dictation, word translation, and collocation in sentences. Meanwhile, semi-structured interviews were conducted to gather qualitative data on the challenges of using the platform from six students, using purposive sampling. The data were analyzed using Miles & Huberman's interactive model, which includes data reduction, data display, and conclusion drawing. Findings: The results show a significant improvement in vocabulary mastery, with the average score increasing from 55.76 in the pre-test to 87 in the post-test. Moreover, Wordwall.net has the potential to enhance vocabulary and student engagement. However, students encountered challenges, including competitive pressure and unstable internet connections. Conclusion: These findings have significant implications for language teachers, school administrators, and curriculum developers, underscoring the importance of effectively integrating digital platforms. Additionally, policymakers should consider enhancing digital infrastructure in schools to ensure equitable access to online learning resources. The findings suggest that classroom teachers can effectively integrate Wordwall.net to enhance vocabulary mastery, boost motivation, and make learning more engaging. For institutions, this highlights the importance of providing digital infrastructure and training teachers in using web-based platforms. School administrators and policymakers should also support equitable access to reliable internet to ensure consistent learning outcomes. Keywords: challenge, vocabulary mastery, word wall, web-based learning.

ENHANCING EFL LEARNERS’ SPEAKING SKILLS THROUGH THE AUDIO-LINGUAL METHOD Muhammad Ashari Putra; Didha Fridayanto; Bayu Prasetyo Aji; Sayit Abdul Karim; Suryo Sudiro
Journey: Journal of English Language and Pedagogy Vol. 5 No. 1 (2022): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v5i1.514

The teaching method is one of the contributing factors to successful English language learning. The appropriate use of a teaching method is one of the ways to enhance learners’ speaking skills. The present study aims at reviewing the use of the Audio-Lingual Method (ALM), one of the teaching methods to enhance EFL learners’ speaking skills. The present study employs library research to delineate the use of ALM to enhance learners' mastery of speaking skills. The data were obtained from documentation study and previous research findings and further analyzed qualitatively. Therefore, it reviews the brief of ALM, the purposes of ALM. Moreover, it scrutinizes the strategies used in ALM, the benefits of using and the implication of using ALM in classroom teaching. Finally, some important points on the use of ALM are highlighted in the conclusion part.

EFL TEACHERS’ STRATEGY IN TEACHING ENGLISH NARRATIVE WRITING DURING COVID-19 OUTBREAK Jihan; Sayit Abdul Karim; Royana; Jumiyasrini; Nichella Ayu Clarita
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.609

The COVID-19 outbreak throughout the world forced the government of Indonesia to shift academic programs into online mode. The objectives of this study are to describe the teachers' strategies for teaching narrative writing during the COVID-19 outbreak and to find out the teachers' reasons to choose the strategies. Therefore, a qualitative research design was applied and the data was gathered through semi-structured interviews and online observation. Two exemplary teachers were involved as the respondents in the present study. Data coding was conducted to analyze the data gained from those research instruments. The findings revealed that the first respondent (JY) used cooperative learning, group discussion, and translation as her strategies in teaching English narrative writing text. Meanwhile, the second respondent (RN) used guided questions, cooperative learning, and translation as her strategies for teaching English narrative text during the pandemic. The findings showed that the first respondent (JY) utilized those strategies to increase students' participation, enhance students' vocabulary mastery, and developed student writing ability. Meanwhile, the second respondent (RN) utilized the aforementioned strategies to enrich students' vocabulary mastery, and improve students sentence structure.

STUDENTS’ PERCEPTIONS AND CHALLENGES IN THE USE OF SMALL GROUP DISCUSSION IN ENGLISH-SPEAKING CLASS ACTIVITIES Cintya Rima Puspitasari; Sayit Abdul Karim; R. Yohanes Radjaban; Arifin Kurniawan
Journey: Journal of English Language and Pedagogy Vol. 6 No. 2 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i2.665

Small Group Discussion (SGD) is one of the techniques that can be used in learning and teaching English speaking skills. This study aims to find out students' perceptions and the challenges students encountered when using SGD in their English-speaking activities at SMK Dirgantara Putra Bangsa. This study used mixed method approaches, and the instruments used in collecting data were questionnaires and semi-structured interviews. Respondents in this study were 23 students (7 males and 16 females) from class X of SMK Dirgantara Putra Bangsa in the academic year 2023–2024and through a purposive random sampling technique. Furthermore, a questionnaire was used to figure out students' perceptions, and semi-structured interviews were conducted to find out the challenges encountered by students when using SGD. Sixrespondents (5 females and 1 male) were selected in the interview session based on their scores, they are; two students with the highest scores, two students with middle scores, and two students with low scores to be interviewed. The semi-structured interview data were analyzed qualitatively using the interactive model proposed by Miles & Huberman (1994). The results of this study show that students' perceptions of using SGD can enhance their speaking skills. Meanwhile, the results of the interviews indicated that lack of vocabulary and self-confidence were challenges those students encountered in using SGD. This learning model may help students participate, engage, and enhance their confidence in speaking English, and teachers are aware of the importance of choosing the right learning model to achieve successful learning in the classroom are a few pedagogical implications of the present study

The MBKM Programs in The Higher Education Settings:: EFL Students’ Expectations Alamsyah, Kikin Feby; Karim, Sayit Abdul
Journey: Journal of English Language and Pedagogy Vol. 7 No. 1 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i1.870

The Merdeka Belajar Kampus Merdeka or Emancipated Learning-Independent Campus, hereinafter called MBKM, was launched by the Ministry of Education, Culture, Research, and Technology in 2020. In consequence, several higher education institutions may implement the MBKM curriculum. This study attempts to explore EFL students’ expectations towards eight programs of the MBKM. This study utilized qualitative descriptive, and the data were obtained through open-ended questions. Furthermore, 33 students in the sixth semester of the English Language Education Study Program (ELESP) participated as the respondents. The data were analyzed descriptively by describing the students’ expectations towards the MBKM programs in their study program. The findings revealed that they have high expectations for each program of MBKM, for instance, the Internship program provides a real-life experience, and clear job descriptions for students from different majors. The next program, the Teaching Assistance provides students opportunities to teach in the class and improve their teaching skills. Meanwhile, the Research activities enhance students’ critical thinking skills, problem-solving, article publication, and knowledge of research methods. Furthermore, the Humanity project enhances students’ social sensitivity to community issues. The Entrepreneur program facilitates students in the business sector and reduces unemployment in Indonesia. The Independent project enhances students’ innovative ideas and increases students’ bargaining power at both national and international levels. The last program, the Community service facilitates students to identify communities’ problems, and develop the village. The implication of the MBKM curriculum will positively contributed to the successful of the best practice of the aforementioned programs in each higher institution in the near future.

Exploring an Exemplary English Lecturer's Participation in TPD and its Implementation in the Teaching and Learning Process: English Karim, Sayit Abdul; Ayu Ramadhani, Herlina; Nari Laksita, Radita; Matas, Gordan; Riana Dewi, Septi
JOEY: Journal of English Ibrahimy Vol. 4 No. 2 (2025): JOEY : Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2025.v4i2.61-74

Professional development for educators was crucial to ensure quality teaching and improved student learning outcomes. This study aimed to explore how an English lecturer at Universitas Teknologi Yogyakarta (UTY) participated in the Teacher Professional Program (TPD) program and implemented the knowledge gained into her teaching practice. This study used a qualitative case study approach, which involved one English lecturer who was selected based on criteria such as teaching experience and active participation in TPD activities. The questions were sent to the respondent through a digital messaging platform and analysed using descriptive qualitative analysis and Miles & Huberman's (1994) interactive model. The findings revealed that the lecturer is actively involved in both internal and external TPD programs. Furthermore, the internal programs focused on general pedagogical skills, while external programs were more targeted at English Language Teaching (ELT). The lecturer implemented various strategies from the PD sessions, such as process-based writing instruction, structured peer feedback, and the use of digital tools. However, challenges include the generality of the training materials and the lack of structured follow-up support. The study concluded that quality TPD implementation requires individual motivation and institutional support. PD programs should not only provide relevant content, but also offer ongoing support. The study highlights the need for more targeted, reflective, and practical PD to ensure meaningful impact in the classroom

The Use of DeepL as a Translation Tool in English Language Learning: Insights from Indonesian EFL University Students A’yun, Silvianida Qurrota; Karim, Sayit Abdul; Matas, Gordan; Radjaban, R.Yohanes; Winarna, Winarna
Journal of English Teaching and Learning Issues Vol 8, No 2 (2025): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i2.33633

The rapid advancement of digital technologies has transformed language learning practices, for instance, the use of DeepL translation tools for machine translation. It plays a growing role in facilitating comprehension, vocabulary development, and academic literacy among EFL learners. This study provides empirical evidence of how DeepL shapes students’ learning efficiency and translation strategies. This mixed-methods study explores the perceptions and challenges of 27 fourth-year English Language Education Study Program (ELESP) students at Universitas Teknologi Yogyakarta regarding DeepL as a translation tool in their language learning. Employing questionnaires and semi-structured interviews for data collection, the research gathered both quantitative and qualitative data. The questionnaire explored students' overall perceptions, while interviews delved into the specific challenges encountered by six selected students, using a purposive sampling technique across varying proficiency levels: two students with high proficiency, two students with medium proficiency, and two students with low proficiency, as indicated by the analyzed questionnaire scores. Furthermore, the researchers analyzed the questionnaire results through data checking, coding categories, and compared them across the highest, middle, and lowest categories, analyzing the results descriptively. Meanwhile, for the semi-structured interview, the results were analyzed using an interactive model, comprising data collection, data reduction, data display, and drawing conclusions. Findings indicate positive student perceptions. Quantitative analysis of questionnaire data revealed overwhelmingly positive perceptions, with 81.5% and 66.7% of students showing high agreement on key positive statements about DeepL's utility. However, the qualitative data reveal that all interviewed students face challenges, particularly the time-consuming process of double-checking translations due to the uncertainty of meaning. This study highlights DeepL's significant role in facilitating language learning while also underscoring the need for students to develop critical evaluation skills.

Enhancing Vocational High School Students’ English-Speaking Skills Through Comic Strips Abdussafa, Arif; Karim, Sayit Abdul; Matas, Gordan; Radjaban, R. Yohanes
Journey: Journal of English Language and Pedagogy Vol. 9 No. 1 (2026): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v9i1.2967

This mixed-methods study investigated the effectiveness of comic strips in enhancing the English language skills of tenth-grade vocational students at SMKN 1 Tempel, Yogyakarta. Thirty-six students from Class X AKL 2 participated in the study, which integrated quantitative and qualitative approaches. The characteristics of the participants are; they are active registered students, and have willingness to participate in speaking class activities during data gathering. Data were collected through pre-test and post-test speaking assessments to assess pronunciation, vocabulary, grammar, comprehension, and fluency. Participants had chances to utilize the comic strips three times in the practice stage. Meanwhile. semi-structured interviews were conducted with ten students using purposive sampling technique. Furthermore, quantitative data were analyzed using descriptive statistics, and qualitative data used Miles and Huberman’s (1994) interactive model. The quantitative findings revealed a substantial improvement across all speaking components following the comic strip–based instruction. The highest score increased from 88 to 96, and the lowest score rose from 56 to 64. Vocabulary showed the largest gain, followed by notable increases in comprehension and grammar. Fluency and pronunciation initially the weakest aspects also improved, indicating greater confidence and smoother speech supported by the visual prompts. Overall, the class total score increased from 2476 to 2728, demonstrating a clear enhancement in speaking proficiency. Meanwhile, qualitative results showed that students perceived comic strips as engaging, motivating, and easy to understand. Learning motivation, expanding of vocabulary, and students’ engagement in speaking were the main themes addressed by the participants. Moreover, they reported that the visuals, sequential panels, and word balloons helped them absorb the storyline, generate ideas, recall vocabulary, and speak more coherently. The study implies that comic strips are an effective multimodal resource for supporting speaking instruction in EFL vocational settings, offering contextual scaffolding that enhances learner engagement.

Co-Authors Abdussafa, Arif Adimas Jaka Pratama Aditama Bagus Antasari Aisyah Putri, Shifani Aji Prasetyo Alamsyah, Danang Fauzi Alamsyah, Kikin Feby Amin Aziz, Yek Anang Widodo Anggoro Jati, Tri Anggraini, Adellia Dinta Anjani, Nasywa Maudyna Annisa Qotrunnnada Sofyana Hamzah Arifin Kurniawan Arifin Kurniawan Ayu Ramadhani, Herlina Ayu Setiya Ningsih A’yun, Silvianida Qurrota Bayu Prasetyo Aji Besma, Meindra Cintya Rima Puspitasari Devara Aftina Putri Didha Fridayanto Didha Fridayanto Dina Rizki Annisa Dyah Ayu Rahmawati Dyah Mukaromah Ermawati , Novi Ayu Erni Cahya Utami Fadhila, Rendra Miftahul Gordan Matas Hamzah, Annisa Qotrunnnada Sofyana Hana I Khairunnisa Hijril Ismail, Hijril Hikmauli R., Taufan I Dewa Gede Rat Dwiyana Putra Intan Dewi Rakhmawati Irene Gabriella Sihole Isnanisa, Rizqi Istiqomah, Annisa Nur Iswandany Kaslan Jihan Jihan Jihan Juani Prianti Juhansar Andi Latief Jumiyasrini Jumiyasrini Jumiyasrini Justinio, Michael Kaslan, Iswandany Kumalasari, Diva Lailla Ningrum, Putri Matas, Gordan Maudia Rizqullah, Alifah Maura Isanti, Ratri Metyana Setyorini Miftahul Fadhila, Rendra Mohammad Faisal Umam Muhammad Ashari Putra Muhammad Ashari Putra Nari Laksita, Radita Nasywa Maudyna Anjani Nichella Ayu Clarita Nichella Ayu Clarita Ningrum, Apriliani Dewi Puspita Nur Fadillah, Laely Nur Hasanah, Reni Nur Istiqomah, Annisa Nurhayati Nurhayati Polim, Hidayat Pratama, Adimas Jaka Prianti, Juani Punta Riyadi Suryantara Putra, Ashari Putra, Muhammad Ashari Putri Lestari, Putri Putri Lisa Anggraini Putri Lisa Anggraini Qurrota A’yun, Silvianida R. Yohanes Radjaban Ramli Ramli Ratri Maura Isanti Riana Dewi, Septi Royana Royana Royana RR. Ella Evrita Hestiandari Rusmanto, Genta Setyorini, Metyana Sihole, Irene Gabriella Suryo Sudiro Syailendra, Axel Syarifah Sakinah Vivianti Winarna Winarna Winarna

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